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Adaptive Instruction for Teacher Education: Inclusive Approaches, Resources and Technology
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Communication Exceptionality:
Deaf and Hard-Of-Hearing


Ministry Definition: An impairment characterized by deficits in language and speech development because of a diminished or non-existent auditory response to sound.


These students require specialized equipment if they are partially Hearing Impaired. 

Children who are profoundly deaf are usually placed in self-contained classes or special schools where they are taught to sign, and the teachers can all sign.

It is interesting to note that deaf children born into families where parents are also deaf and sign, show no delays in the development of cognition, and their ability to learn and to use language (sign) develop at age appropriate levels and rates.

Deaf children who are born into families who are not deaf, and where the child may not be identified as deaf until several months or even years later, show delays in development of cognition and language. (Although newborn babies or now tested for hearing within a few days of birth.)

The deaf community prefer to have deaf students in special schools, as they do not believe that they are disabled, but merely use an alternate form of communication.

American sign language uses hand gestures to represent whole words or phrases.  It also has its own grammar.  English sign language uses letters and spells each word in sign and uses standard grammar.

To Do

What difficulties will a student, who is hard of hearing face, in a regular classroom?

What happens when you use a video which does not have captioning for the hearing impaired?

How can you differentiate instruction for this student?

What types of adaptive technology can be use to assist this student?

Also refer to the submenu in Assignments: Finding Common Ground and Finding Common Ground for Auditory and Language  which includes student who are hearing impaired as well as those who have  auditory processing difficulties and language delays.